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Feedback for Learning in Pharmacy Education: A Scoping Review.

Nicholas R Nelson1, Rebecca B Carlson2, Amanda H Corbett3

  • 1Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC 27599-7475, USA.

Pharmacy (Basel, Switzerland)
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Feedback is crucial in pharmacy education, but its use and effectiveness are not well understood. This review highlights the need for deeper research into feedback quality and impact to improve pharmacy training.

Keywords:
feedbackpharmacy educationscoping review

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Area of Science:

  • Pharmacy Education
  • Medical Pedagogy
  • Health Professions Education

Background:

  • Feedback is a vital teaching method in clinical training, particularly for pharmacy learners.
  • Despite its importance, the utilization and impact of feedback in pharmacy education remain underexplored.

Purpose of the Study:

  • To conduct a scoping review of feedback in pharmacy education.
  • To summarize the current use of feedback and identify gaps for future research.

Main Methods:

  • A comprehensive literature search was performed across PubMed, Embase, Scopus, and Web of Science for English articles published since January 2000.
  • Sixty-four articles were analyzed, categorizing studies based on the integration of feedback into study design and analysis.
  • Data were stratified by program level (Bachelor, Master, Doctor of Pharmacy, post-graduate) and curricular objectives.

Main Results:

  • Feedback is implemented across various pharmacy program levels and curricular objectives, including communication and patient care.
  • Feedback modalities varied, with written feedback common in didactic courses and both written and verbal feedback used in objective structured clinical examinations (OSCE) and experiential settings.
  • The majority of feedback research (67.2%) focused on Doctor of Pharmacy programs.

Conclusions:

  • Feedback is widely used in pharmacy education, but the literature often lacks depth, focusing primarily on student perceptions.
  • There is a significant need to assess the effectiveness and quality of feedback for enhancing learning outcomes.
  • Further research is essential to inform faculty and preceptor development programs for delivering high-quality feedback to pharmacy learners.